Key Points
- Specifically praising children when they’ve done something well.
- Acknowledging effort rather than the final product is also important.
- Identifying strengths and helping them to build on their individual strengths will help self-esteem, belonging and sense of success.
- Explicit teaching of expectations. Many students with ADHD may not understand or remember expectations. If expectations haven’t been met, trying to separate the behaviour from the individual is key.
- Individuals with ADHD can be hypersensitive to feeling like they have done something wrong. This hypersensitivity can present in different ways including anxiety, defensiveness or dysregulation.
- Positive phrasing is a useful tool. Telling them what they should be doing rather than what they shouldn’t be doing is helpful. For example: ‘please sit on your chair and look at me’ rather than ‘stop getting out of your seat’.
- Patience, empathy and reasonable adjustments are important in ensuring a supportive and positive relationship.